NCCU Homepage

Category: Course Sharing

By Campus News Reporter Yu-Chieh Wu

The general education lecture titled “Finding Stability Amid Change: Value Positioning and Adaptation in the Age of AI” was held on March 26 at the Mingda Lecture Hall of the College of Law at National Chengchi University. The event featured Dr. Ching-Hsuan Liu, who holds a Ph.D. in Computer Science from National Taipei University of Technology and serves as an Assistant Professor in the Department of Occupational Therapy at I-Shou University. She shared insights on how individuals can establish their sense of self in a rapidly changing world.

 

AI Anxiety: From Assistive Tool to Fear of Replacement

Dr. Liu began by reflecting on her early clinical career, which required extensive interaction with patients and involved physically and emotionally demanding work. Motivated by the desire to improve efficiency through technological tools, she transitioned into the field of computer science. However, with the rapid advancement of AI, she admitted to experiencing a sense of anxiety: “The tools that once helped me now seem to be replacing me.”

She noted that AI excels at tasks such as generation, organization, comparison, prediction, and optimization, outperforming humans in efficiency and large-scale information processing. Nevertheless, this does not diminish human value. “AI is responsible for ‘how to do’ things, whereas humans ultimately determine ‘why to do’ them,” she emphasized.

In addressing concerns about AI replacing human roles, Dr. Liu suggested that instead of viewing AI as a competitor, individuals should reconsider what fundamentally defines human value and uniqueness. While AI is adept at data collection, analysis, and prediction, humans possess the ability to assign meaning, make value judgments, assume responsibility, build relationships and trust, and integrate experiences of suffering and vulnerability—qualities that AI cannot replicate.

Ching-Hsuan Liu noted that rather than viewing AI as a competitor, it is more important to reconsider the values and characteristics that define what it means to be human. (Photo credit: Secretariat Office)

The Unique Value of Being Human

Dr. Liu likened AI to a mirror that reflects whether individuals are merely engaging in “soulless labor.” She argued that those who cultivate unique perspectives and integrate their life experiences into their work are far less likely to be replaced. She candidly shared that, whether in medical practice or teaching, what matters most to her is the sense of dignity and self-worth gained through human interaction.

She repeatedly stressed that human value is not determined by correctness or efficiency, but by the ability to provide warmth and support to others. “This is why I can confidently say that I do not believe I will be replaced—because I have truly lived,” he said in a firm yet gentle tone.

Finding Self-Positioning in the Age of AI

During the interactive session, a student asked how to find one’s place in the AI era. Dr. Liu responded that self-exploration is a gradual process built upon long-term life experiences. She encouraged students to begin by identifying their strengths and interests, distinguishing between societal expectations and their genuine inner aspirations, and then taking concrete action.

She also shared a personal example involving her child, who took a leave from school to reassess their direction. Dr. Liu acknowledged that, at critical junctures in life, slowing down and allowing time for exploration can ultimately lead to a path better suited for long-term development.

In her concluding remarks, Dr. Liu urged students to reflect on and redefine the kind of person they aspire to become. In the age of AI, she emphasized, individuals should focus on their irreplaceable human qualities, gain clarity about their purpose in life, and refrain from competing with technology in terms of speed and efficiency.

 

 

Director of the Center for General Education, Ai-Hsuan Sandra Ma (right), presents a certificate of appreciation and a commemorative gift to award recipient Ching-Hsuan Liu (left), followed by a group photo. (Photo credit: Secretariat Office)

Source: National Chengchi University

[Center for General Education News]

The inaugural session of the newly established General Education course for the Spring 2026 semester, the “Changing the World General Education Lecture Series,” was held on March 2 at the Cheng-En Lecture Hall, College of Law. Titled “Is Innovation a Science?”, the lecture featured Professor Se-Hwa Wu, Chair Professor of the Graduate Institute of Technology Management and Intellectual Property at the College of Commerce.

Professor Wu has an illustrious career in academia and public service, having served as the Dean of the College of Commerce, Director of the Center for Innovation and Creativity, President of National Chengchi University (NCCU), and Minister of Education. Given his long-standing tenure and deep emotional ties to NCCU, Professor Wu delivered a profound two-hour presentation. He elucidated why innovation is considered a rigorous “science,” exploring its conceptual roots, historical development, inherent possibilities, and its transformative impact on global civilization.

Professor Se-Hwa Wu, Chair Professor at the Graduate Institute of Technology Management and Intellectual Property, inaugurates the “Changing the World” series with a lecture titled “Is Innovation a Science?”, expounding on the significance and essence of innovation. (Photo Credit: Center for General Education)

The Evolution of Innovation: From Industrial Economy to Humanistic Sustainability

Professor Wu began by defining the core meaning and objectives of innovation, distinguishing it from creativity, inventiveness, and entrepreneurship. He then analyzed the practical evolution of innovation through various case studies:

  • Innovation 1.0 (Industrial Economy): Focused on capital concentration and entrepreneurial drive. Key examples included Ford (process innovation), General Motors (brand innovation), and Starbucks (innovation of meaning).

  • Innovation 2.0 (Knowledge Economy): Guided by Moore’s Law, Gilder’s Law, and Metcalfe’s Law. Companies leveraged emerging technologies for breakthroughs, exemplified by TSMC and the Pokémon phenomenon.

  • Innovation 3.0 (Humanistic Sustainable Economy): Driven by new technologies, values, and generational shifts, innovation has become a daily necessity. Notable examples included ColaLife’s infant incubator liners and IMPCT, an educational investment platform founded by NCCU students.

Professor Wu analyzes barriers to innovation and introduces the “Ten Lectures on Innovation” as a guide for action, emphasizing rational insight and sustainable practice. (Photo Credit: Center for General Education)

A Guide for Action: The “Ten Lectures on Innovation”

Addressing why innovation often fails, Professor Wu introduced his “Ten Lectures on Innovation” as a framework for success. He concluded that innovation is the intersection of rational insight and sustainable practice. The overlapping social, economic, and personal goals of innovation continue to reshape the trajectory of modern civilization.

The Q&A session was moderated by Vice President for Academic Affairs Chi-Ping Lin. Students seized the opportunity to ask about innovation within the public sector. Professor Wu responded by sharing successful case studies from his tenure as Minister of Education. The lecture seamlessly integrated theory and practice, providing faculty and students with invaluable insights.

Upcoming Lectures

The “Changing the World” series is open to all faculty and students. External guests are also welcome to attend by registering through the online system. The second lecture, featuring Academician Kuan-Yen Hsiao of Academia Sinica, will take place on March 16. His topic, “Rousseau’s Social Contract and the Shaping of Modern Republican Democracy,” is highly anticipated.

Lecture Series Schedule

  • March 2: Prof. Se-Hwa Wu | Is Innovation a Science?

  • March 16: Prof. Kuan-Yen Hsiao | Rousseau’s Social Contract and the Shaping of Modern Republican Democracy

  • March 30: Prof. Cyrus Chu | The Hegemonic Rivalry Between the US and China

  • April 13: Prof. Chi-Jeng Yeh | Topic TBD

  • April 27: Prof. Yung-Chin Su | Legal Management in the AI Era: A Civil Law Perspective

  • May 11: Prof. Chintay Shih | Topic TBD

  • May 25: Prof. Yu-Yu Cheng | Topic TBD

Reported by Wu Yu-chieh, Campus News

The Center for General Education of National Chengchi University (NCCU) held a panel discussion on the integration of the “Spotlight Taiwan” learning model into teaching on the 24th, inviting faculty members from various departments to explore potential avenues for future collaboration between NCCU and the Chunghwa Telecom Foundation. The goal is to incorporate the experiential practices of Spotlight Taiwan into academic activities.

 

 

The Center for General Education of NCCU held a panel discussion on integrating the “Spotlight Taiwan” learning model into teaching on the 24th. (Photo: Office of Secretariat)

 

Origins of the Collaboration

Since 2009, the Chunghwa Telecom Foundation and NCCU’s Department of Radio and Television have jointly launched the first “Spotlight Taiwan,” calling on university students to “serve with one hand and document with the other.” Participants are encouraged to spend 15 days during the summer in rural and Indigenous communities, providing local services while documenting stories across Taiwan through film and writing.

Growth of the Spotlight Program

Kao Shih-wei, Deputy CEO of the Chunghwa Telecom Foundation and an alumnus of NCCU’s Graduate Institute of Radio and Television, shared that the idea for Spotlight Taiwan emerged from his desire to give back to his juniors during a return visit to campus. Inspired by the concept of service learning, he integrated the Foundation’s 89 “Good Neighbor Digital Centers” across Taiwan to create opportunities for students to live and serve in unfamiliar communities.

Since then, the program has continued to expand—growing from a collaboration with a single department at NCCU to partnerships with universities nationwide. Now in its 16th year, Spotlight Taiwan attracts hundreds of students from across different disciplines every year.

 

Kao Shih-wei, Deputy CEO of the Chunghwa Telecom Foundation and an alumnus of NCCU’s Graduate Institute of Radio and Television, conceived the idea for “Spotlight Taiwan” during conversations with his former professors on a return visit to campus. (Photo: Office of Secretariat)

 

 

Service as the Core Focus

Unlike typical foundation service programs, Spotlight Taiwan emphasizes “service first, documentation second.” Documentation is merely one method of presentation, not the ultimate goal. Students plan and implement service activities based on the actual needs of local residents. Prior to departure, the Foundation provides training in essential skills such as field research, community interviews, and the production of local gazetteers. During the program, students apply their individual expertise to engage deeply with communities, giving voice to local issues while also discovering their own social impact and personal growth.

In an era of interdisciplinary knowledge, the complexity of contemporary problems can no longer be addressed with traditional thinking. “Every problem has corresponding solutions, grounded in the knowledge we have accumulated. Yet the traditional classification of knowledge can no longer bear the weight of today’s complex environment,” said Dean of Academic Affairs Lin Chi-ping. He further noted that NCCU’s efforts in University Social Responsibility (USR) and experimental education align closely with the philosophy of Spotlight Taiwan. By participating in the program, students experience problems firsthand, discover solutions, and integrate the natural, humanistic, and intellectual worlds within themselves—expanding their perspectives and reshaping their personal values.

 

 

 

 

Associate Professor Wang Ya-wei of the Department of Radio and Television, a long-time collaborator with “Spotlight Taiwan,” emphasized that the program prioritizes “service first, documentation second.” (Photo: Office of Secretariat)

 

 

Advantages and Challenges of Integrating the Program into Curriculum

Currently, several universities are in discussions with the Chunghwa Telecom Foundation about condensing the Spotlight Taiwan experience into academic courses. NCCU’s Department of Radio and Television, Chinese Culture University’s Department of Chinese Literature, and National Pingtung University’s Department of Special Education already offer related collaborative courses. These courses shift the execution of the program to the university level, with instructors guiding students through “mini-spotlight” projects. This allows students who cannot participate in the full program to learn how to apply their skills in community service. Associate Professor Wang Ya-wei of the Radio and Television Department noted that students’ limited perspectives often result in highly similar topics; therefore, in addition to technical skills, courses should also teach sociology, anthropology, and other subjects to guide students toward a broader perspective in the field.

Dean Li Wei-lun of the X Experimental College believes that the long-standing knowledge and practical experience of Spotlight Taiwan serve as a model for universities. As a hub for cross-disciplinary, self-directed learning and resource sharing, the College hopes to leverage the Foundation’s valuable experience to further collaborate and develop related courses—allowing students to clarify their identities through learning-by-doing while cultivating a spirit of goodwill. Lin Chi-ping added that NCCU’s active engagement in experimental education, sustainability, and interdisciplinary learning has positioned it at the forefront of innovative teaching in Taiwan. The university will fully support internal teaching units in developing collaborations with the Chunghwa Telecom Foundation.

Associate Professor Lan Mei-hua of the Department of Ethnology offered a different perspective, noting that the value of Spotlight Taiwan lies in the integrity of the full participation process. Compressing it into a two- or three-day course may hinder the original goals and effectiveness of the program. Furthermore, community service should be initiated and carried out by students themselves, with the university providing opportunities rather than all resources. “If the work is meaningful and feasible, resources will naturally follow,” Lan said. Deputy Dean of Academic Affairs and Director of the Center for Teaching and Learning Development Hsu Chih-chien added that, at this stage, it may be more practical for the university to first select suitable experimental courses and then align them with the Foundation’s training resources.

 

Vice President for Academic Affairs Lin Chi-ping stated that NCCU is actively committed to experimental education, sustainability, and interdisciplinary learning, and will fully support internal teaching units in developing collaborations with the Chunghwa Telecom Foundation. (Photo: Office of Secretariat)

 

Future Prospects

Ma Ai-hsuan, Deputy Dean of Academic Affairs and Director of the General Education Center, shared that the Center plans to implement an “N+X” credit course model next semester, serving as a bridge between formal coursework and fully self-directed learning. The “N” component provides students with the foundational knowledge required for fieldwork, followed by the “X” project, in which students independently execute their own initiatives. She believes that under this framework, collaboration with the Chunghwa Telecom Foundation allows students who have not yet participated in Spotlight Taiwan to gain field experience without compromising the integrity of the overall curriculum. Additionally, it increases students’ chances of standing out in the Spotlight Taiwan selection process.

 

Wang Ya-ping, Assistant Executive Director and Director of the University Social Responsibility (USR) Office, noted that NCCU is strong in the humanities and social sciences, and considers “visual literacy” an essential secondary skill for students. While students’ visual storytelling abilities have improved over the years, their problem-awareness still needs to be strengthened. NCCU also has over 200 Indigenous students, including approximately 60 Indigenous graduate students. Previous research often addressed community issues solely through written theses; combining these efforts with visual media would enhance their impact. Furthermore, since NCCU’s USR initiatives are deeply engaged across multiple ethnic communities, the Office can assist in connecting the Foundation with potential sites or facilitating the implementation of new thematic projects in the future.

[ Center for General Education News]

On November 10, the Center for General Education of National Chengchi University held a general education lecture titled “A Winding Journey: Reflections and Practices in Cross-Interdisciplinary General Education.” The event invited Professor Hsieh Ming-Feng, recipient of the 11th National Outstanding General Education Teacher Award, to share how his interdisciplinary teaching philosophy and practical trajectory have helped bridge the classroom with the real world, while embedding the spirit of general education into professional training.

Associate Professor Hsieh Ming-Feng, College of Architecture and Design, Feng Chia University. (Photo courtesy of the Center for General Education )

General Education as the Socialization of Professional Education

Associate Professor Hsieh Ming-Feng of the College of Architecture and Design at Feng Chia University began by reflecting on his diverse background spanning music and architecture. He pointed out that contemporary higher education faces challenges such as rigid disciplinary divisions and the gap between academic learning and practical application. He warned that if universities overly cater to immediate labor market demands, they risk being reduced to mere training grounds for narrowly defined specialists.

While universities are responsible for cultivating students’ professional knowledge and skills, they must also confront the problem of excessive fragmentation of knowledge. In this context, general education—aimed at nurturing well-rounded, broadly educated individuals—becomes an ideal starting point for integrating disciplinary knowledge and breaking through established frameworks.

In response, Professor Hsieh developed a teaching model he calls “general-education-oriented socialized professional education,” creating a learning environment centered on solving real-world problems. He emphasized that general education should play a pivotal role: like a hammer that breaks down barriers between disciplines; like a window that allows glimpses beyond disciplinary walls; like a ladder that elevates one’s perspective; and like a rope that connects otherwise unrelated bodies of knowledge.

Further drawing on the ideas of American educational philosopher John Dewey, Professor Hsieh explained that what schools should do for learners is not merely to transmit knowledge, but rather “to present them with real-world problems, guide them in finding solutions, and provide opportunities for practice and verification.”

Interdisciplinary Thinking in Course Design

In terms of curriculum design, Professor Hsieh has created and taught numerous integrative interdisciplinary courses to realize cross-domain collaboration. One such course, Music and Architecture, once attracted students from as many as 19 different departments, posing significant challenges for classroom participation and engagement. Through music and architecture as entry points, the course guides students to explore how two seemingly disparate art forms can foster interdisciplinary creativity.

Professor Hsieh noted that many architects draw inspiration from music, and he encouraged students to analyze such works to understand the relationships between space and time, sound and vision. Through this process, students come to recognize that disciplinary boundaries are not fixed, but fluid and interconnected.

Another university-wide required freshman general education course, Dialogue between Science and the Humanities, addresses the historical divide between scientific and humanistic disciplines dating back to ancient Greece. Structured around four stages—“Initiation, Divide, Crossing, and Integration”—the course guides students to rethink how these two domains might once again work hand in hand.

Additionally, the environmental sustainability course Smart Green Taiwan, which has been offered at Feng Chia University for 15 semesters, emphasizes food-related issues, problem-based learning, project-based learning, and hands-on practice. Students work in interdisciplinary teams to select their own research topics and present their outcomes in three-minute short videos uploaded to YouTube, enabling “boundary-less sharing.” In this way, the broader public can also engage with the sustainability issues addressed in the course.

Learning by Doing: Turning Ideas into Reality

In practice, Professor Hsieh integrates external projects into his courses, leading students into real-world contexts to realize the principle of “learning by doing,” while further embedding general education values into professional courses.

For example, the Participatory Design course series aims to address three major shortcomings of traditional architectural training: students’ limited understanding of project sites, insufficient technical experience, and few opportunities to interact with actual users. To tackle these issues, Professor Hsieh led students into a traditional Chinese medicine community in Taichung, where they transformed a vacant lot into a community vegetable garden. Students brought physical models to discuss ideas with local residents, personally turning concepts into reality and learning how to negotiate between ideals and real-world constraints.

In another example, through collaboration on an Atayal indigenous house reconstruction project, graduate students were divided into a “documentary group” and a “house curriculum teaching group.” Students were not only learners, but also curriculum designers and active participants, responsible for teaching local elementary school students about traditional indigenous house culture. Through firsthand involvement, students realized that the course offered cultural knowledge unattainable within a conventional classroom, and they began to reflect on the disappearance of their own ethnic cultures.

Both cases embody Professor Hsieh’s “reverse learning” approach of “learning while doing, doing before teaching,” forging a concrete link between theory and the real world.

Professor Hsieh shared many inspiring course examples with NCCU faculty and students. (Photo courtesy of the Center for General Education)

At the lecture, Professor Hsieh Ming-Feng presented numerous compelling course examples that showcased his distinctive approach to curriculum design and his teaching strategies that integrate interdisciplinary learning with both general and professional education. He emphasized that the integration of knowledge and its practical application constitutes the core value of university general education. This spirit, he argued, should be brought into professional classrooms, allowing humanistic values to resonate with technical systems and opening up new possibilities. This philosophy and practice aptly illustrate why he was honored with the Outstanding General Education Teacher Award.

[Center for General Education News]

 

The Center for General Education at National Chengchi University (NCCU), in collaboration with the Colleges of the Chinese University of Hong Kong (CUHK), successfully launched the intensive summer general education course Flying Heroes. The program, part of the Taiwan–Hong Kong Joint College initiative, brought together students from both institutions to engage in cross-cultural learning and in-depth exploration of Taiwan’s immigrant communities.

 

 Student presentation. (Photo courtesy of Prof. Ya-Ping Wang)

Taiwan–Hong Kong Student Teamwork to Understand Taiwan’s New Immigrants

Over the course of two weeks, mixed student teams conducted fieldwork in Southeast Asian enclaves across Taipei. The course design was inspired by the “Little Flying Heroes Workshop” organized by Brilliant Time: Southeast Asian Bookstore. Through site visits, expert lectures, and hands-on workshops, participants expanded their perspectives, gained insights into the lives of new immigrants, and documented Taiwan’s evolving multicultural society.

This year, the program further incorporated the NCCU USR Grocery Project, guiding students to the Zhongzhen Community in Longgang, Taoyuan, as well as the Taoyuan Youth Bureau Startup Hub. Professor Ya-Ping Wang of NCCU’s Department of Ethnology noted that these activities not only enabled Hong Kong students to step beyond Taipei and New Taipei but also challenged their stamina. She humorously described the program’s pace as being “like drinking espresso.”

 

Students at the presentation event. (Photo courtesy of Prof. Ya-Ping Wang)

Despite the intensive schedule, the final student presentations impressed both faculty and peers. Their reports highlighted exceptional creativity, teamwork, and problem-solving capacity. Professor Wang reflected: “Listening to the students’ reports, I was deeply moved by their creativity and endless potential for action.”

This course underscores NCCU’s commitment to fostering global perspectives, intercultural exchange, and the development of civic-minded, action-oriented learners.

Message board from students of both universities. (Photo courtesy of Prof. Ya-Ping Wang)
Student presentation slides (Photo courtesy of Prof. Ya-Ping Wang)

[Center for General Education News]

Walking into Commerce Building Room 304, one finds a bright and relaxed space. Students sit together, chatting while operating band-weaving machines, discussing pattern designs, and admiring each other’s work.

This special course was initiated by first-year students through the Self-Directed Learning Program and guided by Prof. Wang Ya-Ping from the Department of Ethnology.

Bringing together students from different colleges, the course involved hands-on weaving practice, appreciation of textile aesthetics, participation in workshops in Wulai, and deeper learning about Atayal weaving techniques and cultural narratives.

 

Atayal Weaving Culture

For the Atayal people, tninun (life) originates from the ancestral spirits’ tminun (weaving). This course went beyond skills acquisition, encouraging students to explore the cultural meanings and historical contexts embedded in weaving.

Students from diverse backgrounds joined the class, expanding their understanding and appreciation of cultural diversity through weaving. Over the semester, many began as complete beginners and ultimately completed two woven works. For them, weaving became more than beautiful patterns—it turned into a journey of self-reflection and discovery.

       Photo: Students with their finished works. (Center for the General Education )

From Weaving to Self-Understanding

“Weaving is a process of facing myself,” one student shared. “Sometimes I felt frustrated and wanted to start over, but those moments tested my ability to adjust and persist.”

Another student described weaving emotions into fabric: “Blue symbolizes courage, pink represents the love around me, and the white in the middle is myself.”

Each stitch became a record of feelings, each woven band a trace of months of growth—making every piece a unique expression of self.

The students’ reflections conveyed sincerity and joy. Thanks to their and the instructor’s active participation, the classroom atmosphere was warm and relaxed, a heartwarming scene in the busy weeks before finals—and a cherished memory woven into their university journey. The General Education Center encourages students to apply for self-directed learning, explore areas of interest, and invite friends to create a unique and meaningful college life together.

 

(Photo: Students became proficient in operating weaving machines after a semester of practice. Source: Center for General Education)

For details about the Self-Directed Learning Program application, please click “Self-Directed Learning” or contact Ms. Chang at the Center for General Education (ext. 63871).

 

[Campus News | Reported by Hsu, Chiao-Hsin]

Self-Directed Learning Final Presentation: Bridge Exhibition Game

On the evening of January 4, the semester-end Bridge Exhibition Match took place in Yunxiu Hall. Four players gathered around each table, carefully considering their strategies and focusing on the unfolding plays. This event was held as the final competition for the self-directed learning project “Advanced Applications of Probability and Logic in Card Games” and invited members of the NCCU Bridge Club to join in. The goal was to allow students to apply classroom knowledge in practice while exchanging skills with peers.

The match adopted the contract bridge rules recognized by the World Bridge Federation (WBF) and was played in a team format. Each team had four players seated at two tables, with one pair sitting North–South and the other East–West. Bridge consists of two stages: bidding and play. During the bidding stage, players decide on the contract and trump suit based on their hands; during play, they take turns playing cards over 13 tricks to complete each round.

Students applied classroom knowledge to sharpen their bridge skills. (Source: Office of Academic Affairs)

Learning by Doing: The Spirit of Self-Directed Learning

To help students learn by doing, course instructor Prof. Chen Yuan-Tsung explained that classes were structured with concept reviews, followed by practice rounds, and then post-game discussions. “Many students had no prior experience with bridge, but after a semester of practice, they showed remarkable improvement,” he noted. Although the first two weeks were challenging due to the complexity of bridge, consistent guidance, peer support, and practice helped students gradually improve both their understanding and skills.

Bridge is not only a mental sport but also a test of teamwork. Players must calculate probabilities and solutions while working seamlessly with their partners. Lee Yi, a junior from the Department of Advertising, shared that she and her teammates often discussed strategies after matches to resolve uncertainties. Over time, she became more familiar with her partners’ thinking, allowing smoother cooperation during gameplay.

Next semester, the General Education Center will offer six self-directed learning projects: University Innovators, Free Software Inkscape: Creation and Applications, Podcasting and Audio Media Creation, Applications of Probability and Logic in Card Games (Bridge), Building with Bamboo: Indigenous Architecture and Culture, and Theory and Practice of Humanities of Tea.

Vice President for Academic Affairs Lin Chi-Ping encouraged students at the event. (Source: Office of Academic Affairs)

Innovative Learning Models: Emphasizing Autonomy

Dean of Academic Affairs Lin Chi-Ping also attended the event to encourage students. He remarked that learning models can vary based on interdisciplinary combinations, and NCCU has been actively promoting self-directed learning courses in recent years. He explained that this bridge course exemplifies the approach by integrating knowledge across different fields while providing practical training. “Beyond strengthening card-playing skills, the course cultivates new ways of thinking,” he said, expressing hope that students will continue to embrace the spirit of autonomy and creativity fostered through self-directed learning.

              Course instructor Prof. Chen Yuan-Tsung. (Source: Office of Academic Affairs)

Source: NCCU Official Website

[Office of Academic Affairs] Reported by Yang, Kai-Chieh

Final Presentation of “Humanities of Tea”: Local Practice of Tea Studies

The Humanities of Tea self-directed learning course, offered by the General Education Center at National Chengchi University, concluded this semester with impressive achievements. Breaking away from traditional teaching frameworks, the course encourages students to independently explore and practice. It integrates foundational knowledge of tea, humanistic concerns, and local industry resources—providing students with a unique learning experience while bringing new perspectives to the development of the local tea industry.

Balancing Theory and Practice: Exploring the Deeper Humanistic Connections of Tea

The course consists of two main parts: Introduction to Humanities of Tea and Fundamentals of Tea Studies. It covers both the knowledge and practical skills of sensory evaluation of tea, as well as the theory and practice of tea-making techniques. Using tea as a medium, the course guides students toward deeper humanistic reflection and self-exploration, while linking with disciplines such as psychology and Japanese tea ceremony aesthetics.

Students, grouped according to their interests, designed and implemented local cultural projects related to tea under the guidance of instructors and TAs. Through problem-based learning (PBL), they investigated how tea culture manifests in daily life, with projects such as the “Tea Journey” fully embodying the spirit of self-directed learning.

Active Exploration and Creativity: Viewing Tea Culture from Diverse Perspectives

Students’ initiative and creativity were fully stimulated through exploration. One student, Chao, shared why he chose this course: “I realized that tea can actually be understood from many different perspectives.” He described the course as a form of training that teaches students how to converge on valuable directions from a wide range of open-ended topics.

In the final presentation, one group compared Muzha Tieguanyin and Anxi Tieguanyin, asking: “Both are Tieguanyin teas, so why are there such clear differences in brewing methods and tea-making techniques?” They further explored the importance of tea-making methods and their impact. Another group visited the tea industry in Shenkeng with the question: “As urbanization and population outflow cause tea farming to decline, can tourism revitalize it?” They conducted fieldwork in the old street, visiting shops and interviewing local business owners to better understand the industry’s real challenges. These inquiry-driven approaches mark an important step toward self-directed problem solving.

Analyzing Tea Culture and Local Connections: Cross-Disciplinary Integration with Sustainability

Within the self-directed learning model, students demonstrated unique observations and in-depth analyses. The Beitou group re-examined Beitou’s tea heritage by linking tea history with the region’s hot spring culture. They analyzed how Japanese-style buildings, such as the Beitou Museum, embody the spirit of the tea ceremony, explored connections between Japanese tea aesthetics and the 24 solar terms, and even designed a one-day Beitou tour combining tea culture, hot springs, and a “five-senses healing” experience—showcasing cross-disciplinary application and problem-solving.

Meanwhile, the Pinglin group closely examined the region’s unique geographical environment, including how the Beishi River water conservation area affects water quality, and how soil and climate conditions benefit tea growth and flavor. They connected these observations to sustainable farming and soil-water conservation practices, noting ecological approaches such as maintaining ground cover and relying on natural predators. These diverse perspectives led to original insights on sustainability and tea production.

Deepening Learning and Inspiring Cross-Disciplinary Innovation

The Humanities of Tea course was co-designed by faculty and students, emphasizing learner autonomy. Through project-based research such as the “Tea Journey,” students presented their goals, methods, processes, outcomes, and reflections, showcasing their entire learning journey.

Their research topics ranged from Muzha Tieguanyin, to Beitou tea culture and hot springs, to revitalization of the Shenkeng tea industry. Starting with fundamental questions, students faced challenges, identified real obstacles, and engaged in fieldwork and interviews. By adopting cross-disciplinary and innovative approaches, they integrated knowledge and practice, unlocking their learning potential. The course not only deepened students’ understanding of Taiwan’s tea industry and cultural heritage but also significantly enhanced their self-directed learning and comprehensive competencies.

Source: NCCU Official Website